577 


STACK  ANNEX 

icT 


Lang 


Rousseau  and  his  Eknile 


THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


Kate  Gordon  Moore 


MANVA 


No.  21. 

OUSSEAU 

AND  HIS 


'  CV^^-^^ 

"E/VIILE"  ^? 


,^1 


BY 

OSSIAN   H.    LANG. 

Author  of  "Comenius,"  "  Basedow,"    "  Her- 

bart,"   "Horace  Mann,"  " Great  Teachers 

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Copyright,  1893. 


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ROUSSEAU  AND  HIS  "EMILE. 


BY 


OSSIAN  H.    LANG, 

AUTHOR  OP  "COMERS,"  "BAS.DOW,"  »  GREAT  TBACHERS    ' 
FOUR  CENTURIES,"  ETC. 


NEW  YORK  AND  CHICAGO 

L.    KELLOGG  &  CO 
i  Pen 


4  Preface. 

rise  in  our  own  country  after  the  Revolution,  Rousseai 
ideas  were  the  foremost  among  the  dominant  forces. 

This  in  itself  should  induce  the  student  of  educati< 
to  inquire  who  Rousseau  was,  what  his  ideas  on  educ 
tion  were,  and  why  they  produced  so  wonderful  ; 
effect  on  the  world.  But  there  is  another  far  mo 
potent  reason.  Rousseau's  "  Emile  "  is  a  master-wo 
of  child-study.  The  educator  who  reads  it  to  get  he 
in  this  most  difficult  of  his  tasks,  the  investigation  of  t; 
nature  of  children,  their  needs,  desires,  whims,  in  she 
their  whole  physical  and  psychical  constitution,  w 
derive  more  real,  practical  benefit  from  it  than  he  wou 
from  hundreds  of  other  volumes  bearing  on  this  subje( 

Every  educator,  parents  as  well  as  teachers,  ought 
study  it  with  this  object  in  view.     But  it  requires  ca 
tion  and  discrimination  to  read  it  rightly.     It  contai: 
many  errors,  much  that  is  impossible,  much  that 
absurd.     The  student  would  lose  himself  in  the  labyrin; 
of  thought  if  he  should  enter  it  unprepared. 

The  primary  aim  of  this  monograph  is  to  prese 
merely  the  fundamental  educational  ideas  of  Rousset 
in  a  clear  and  simple  manner,  to  point  out  their  ped 
gogic  value,  to  show  their  effect  on  modern  edncatio 
and  to  give  a  reasonable  amount  of  information  regar 
ing  his  life  and  such  of  his  works  as  are  necessary  to  1 
known  to  understand  his  pedagogic  theory.  The  di 
cussions  of  the  foundation  principles  are  of  course  i: 
tended  rather  as  helpful  suggestions  than  final  decisioi 
Here  the  object  has  been  to  indicate  fundamental  erro 
and  thereby  to  assist  the  student  to  prepare  himse 
thoroughly  for  the  reading  the  "Emile." 


JEAN   JACQUES    ROUSSEAU. 


Early  Education. — Jean  Jacques  Kousseau  was  born 
in  Geneva,  June  28,  1712.  His  birth  caused  the  death 
of  his  mother.  His  father,  a  poor  watchmaker,*  taught 
him  to  read,  and  then,  in  order  to  provide  plenty  of 
practice  and  at  the  same  time  to  develop  his  extraor- 
dinarily acute  talents,  read  novels  and  romances  with 
him.  This  sort  of  reading  had  a  powerful  effect  on  his 
imagination,  that  source  of  his  glory  and  his  misery,  but 
they  over-excited  it  and  developed  sensuality  to  such  an 
extent  that  he  remained  the  slave  of  his  passions  and 
sensuous  desires  ever  after  and  never  reached  that 
harmony,  constancy,  and  determination  in  thought  and 
action  which  we  call  character. 

At  the  age  of  seven  he  received  a  number  of  more 
substantial  books  from  the  library  of  his  grandfather, 
among  them  the  works  of  Plutarch,  which  he  soon 
preferred  to  all  others.  Examples  of  great  courage  and 
self-denial  impressed  him  deeply.  He  loved  to  imagine 

*  Voltaire  frequently  referred  to  Rousseau  as  garyon  d'horloger 
— watchmaker-boy. 

5 


6  Jean  Jacques  Rousseau. 

himself  into  the  men  and  times  of  which  he  read.  One 
day  while  relating  at  table  the  story  of  Scsevola,  he 
frightened  his  father  by  holding  out  his  hand  over  the 
fire  to  illustrate  the  memorable  deed  of  his  hero. 

At  eight,  Rousseau  lost  his  father,  who,  owing  to  some 
difficulties,  suddenly  left  Geneva  never  to  return.  This 
marked  the  beginning  of  his  restless,  adventurous  life 
that  earned  him  the  name,  "Bohemian  of  the  eigh- 
teenth century/' 

Roamings. — At  fourteen  he  was  put  to  work  in  an 
engraver's  shop,  but  disliked  the  trade  and  ran  away. 
After  many  aimless  wanderings  and  escapades,  he  found 
a  temporary  home  in  the  house  of  a  Madame  de  \Varens. 
This  young,  intelligent,  and  wealthy,  but  extremely 
sensuous  woman  engaged  him  as  a  servant  at  first,  Lut 
soon  felt  so  great  an  interest  in  him  that  she  had  him 
educated  and  became  a  mistress  to  him.  Rousseau  took 
np  Latin,  the  Port  Royal  logic,  mathematics,  drawing, 
music,  and  botany,  prepared  medicaments,  and  studied 
the  works  of  Montaigne,  Descartes,  Malebrauche,  Locke, 
Leibnitz,  probably  also  Rabelais  and  Rolliu,  and  other 
philosophers.  Losing  Madame  de  Warens'  favor,  he 
went  to  Lyons  and  was  engaged  as  tutor  for  the  two 
boys  of  the  Grand  Prev6t  de  Mably. 

Private  Tutor. — Rousseau  was  not  at  all  qualified  to 
educate  children.  He  possessed  considerable  knowledge, 
took  a  lively  interest  in  his  work,  and  was  industrious 
and  energetic  in  its  performance,  but  he  lacked  prudence 
and  was  much  too  impatient  and  wrathy  to  make  a 
success  of  it.  He  employed  only  three  means,  viz., 
appealing  to  the  emotions  of  his  pupils,  reasoning,  and 


Jean  Jacques  Rousseau.  7 

wrath.  "  As  long  as  everything  went  smoothly,"  he 
wrote,  "and  I  saw  that  I  accomplished  something,  I 
was  an  angel,  but  I  was  the  very  devil  if  anything  went 
wrong.  If  my  pupils  did  not  understand  me,  I  grew 
excited;  if  they  were  unruly,  I  felt  like  killing  them 
then  and  there.  That  certainly  was  not  the  way  to 
make  them  learned  and  wise." 

Sends  his  Children  to  a  Foundlings'  Asylum. — In  1741 
Rousseau  went  to  Paris.  He  gained  a  livelihood  by 
copying  music  and  writing  operettas  and  comedies.* 

He  united  himself  informally  with  Therese  le  Vasseur, 
a  pretty,  industrious,  and  warm-hearted,  but  extremely 
ignorant  woman,  who  had  been  a  bar-maid  in  Orleans, 
vowing  never  to  leave  her,  but  also — never  to  marry 
her.  Five  children  were  born.  Deaf  to  the  protesta- 
tions and  imploring  appeals  of  the  unfortunate  mother, 
Rousseau  turned  them  all  over  to  a  foundlings'  asylum, 
and  even  refused  to  take  out  papers  of  identification. 
His  only  excuse  for  this  cruel  and  inhuman  act  was 
that  he  did  not  want  to  have  them  grow  up  in  the  foul 
atmosphere  of  his  domestic  life.f 


*  He  had  invented  an  ingenious  system  of  musical  notation  by 
means  of  figures,  which  he  placed  before  the  Academy,  in  1742. 
But  instead  of  expected  applause  he  received  merely  a  moderate 
praise.  His  opera  "Les  Muses  Gallantes "  met  with  greater 
favor. 

-(•An  allusion  to  the  neglect  of  his  parental  duties  is  probably 
made  in  the  following  passage  from  the  "  Emile."  "I  predict," 
he  writes,  "  to  any  one  who  has  natural  feeling  and  neglect* 
these  sacred  duties,— that  he  will  long  shed  bitter  tears  over  UK , 
fault,  and  that  for  those  tears  he  will  find  no  consolation." 


Jean  Jacques  Rousseau. 

Joins  the  Encyclop6distes. — He  held  for  some  time  the 
post  of  secretary  to  the  ambassador  to  Venice.  On  his 
return  to  Paris  he  got  into  the  society  of  the  celebrated 
Encyclopedistes,*  was  for  a  time  an  enthusiastic  mem- 
ber of  this  materialistic  circle  and  contributed  to  the 
encyclopedic  work  by  writing  the  dictionary  of  music 
and  several  minor  articles. 

Wins  Fame  by  Denouncing  Civilized  Life. — In  1749 
the  Academy  of  Dijon  offered  a  prize  for  the  best  essay 
on  the  question, "  Has  the  reconstruction  of  the  sciences 
and  arts  contributed  to  the  purification  of  morale  ':" 
Rousseau  won  the  prize.  He  treated  the  subject  nega- 
tively, at  the  advice  of  Diderot  it  seems,  and  tried  to 
prove  that  the  progress  of  civilization  had  corrupted  the 
morals  of  mankind.  Rome,  he  argued,  was  better  in 
its  infancy  than  later  when  she  had  conquered  the 
world :  science  and  art  had  degenerated  the  race. 

The  discourse  caused  a  sensation  in  the  literary  world. 

Rousseau  followed  up  his  success  by  publishing  (1753) 
another  essay,  on  "The  Origin  of  Inequality  among 
Men,"  in  which  he  declared :  "  If  nature  has  designed  us 

*  The  Encyclopedistes,  so  called  because  they  published  an  en- 
cyclopedia of  arts  and  sciences,  were  French  freethinkers,  who, 
starting  out  from  a  belief  in  a  Supreme  Being  (deism),  at  length 
"  inverted  Bolingbroke's  plan  and  instead  of  'patronizing  Provi- 
dence '  did  directly  the  opposite  "  and  sought  their  salvation  in 
the  rankest  atheism.  They  hurled  defiance  at  all  religion,  denied 
the  existence  of  spiritual  life,  and  explained  that  the  soul  was 
merely  a  sort  of  gaseous  fluid  of  the  body  (extreme  materialism). 
Diderot  and  d'Alembert  were  the  most  celebrated  of  the  Encyclo- 


Jean  Jacques  Rousseau.  9 

to  be  healthy,  I  almost  venture  to  assert  that  the  reflec- 
tive state  is  unnatural,  and  that  the  man  who  meditates 
is  a  depraved  animal."  He  compared  the  savage  with  the 
civilized  man,  and  decided  in  favor  of  the  former.  In- 
equality with  all  the  demoralizing  influences  that  have 
flown  to  it,  he  declared,  originated  the  moment  that  an 
individual  fenced  in  a  piece  of  land  and  dared  to  say, 
"this  land  belongs  to  me,"  and  found  people  foolish 
enough  to  believe  him.  The  man  who  undertook  this 
was  the  founder  of  civic  society.  There  would  have 
been  no  wars  and  crimes,  no  misery  and  terror,  if  he 
had  met  with  opposition.  Society  created  the  State, 
and  this  led  to  the  institution  of  political  government. 
The  dangerous  power  of  legislation  and  administration 
in  public  affairs  was  placed  in  the  hands  of  a  few  who 
became  the  rulers  of  the  people.  The  first  step  marked 
the  division  between  wealth  and  poverty;  the  second, 
between  power  and  weakness;  the  third,  between  master 
and  servant.  Innocence,  simplicity,  liberty,  equality, 
and  all  the  other  blessings  that  mankind  enjoyed  in  its 
infancy  were  thereby  destroyed.  The  original  genera- 
tion roamed  through  the  forests,  slept  in  the  open  air, 
left  its  parents  as  soon  as  it  could  shift  for  itself,  and 
knew  nothing  of  the  barriers  of  civilization  that  have 
shut  out  innocent  happiness  and  contentment.  The 
original  state  of  man,  the  natural  man,  was  Rousseau's 
ideal.  "  Come  into  the  forests,"  he  urged,  "  and  become 
men  !  "  * 

*  The  witty  Voltaire,  whom  Rousseau  had  sent  a  copy  of  this 
work,  wrote:  "I  have  received  your  new  book  against  the 
human  race,  and  thank  you  for  it.  You  will  find  favor  with 


io  Jean  Jacques  Rousseau. 

Enjoys  both  Popularity  and  Prosperity. — Rousseau 
had  become  famous.  France,  Germany,  and  England 
listened  with  interest  to  his  eloquent  eulogy  of  the 
primitive  state  of  man.  His  success  brought  him 
many  offers  of  favor,  but  he  refused  them  all.  He  pre- 
ferred to  remain  independent,  and  to  live  in  accordance 
with  the  democratic  principles  that  were  embodied  in 
his  epoch-making  essays.  He  earned  his  livelihood  as 
"  laborer  "  by  copying  music  and  writing  operettas. 

In  1754  he  published  a  dissertation  on  the  compara- 
tive merits  of  French  and  Italian  music,  in  which  he 
assailed  the  former  and  declared  that  the  singing  in 
France  was  nothing  better  than  a  slight  modification  of 
the  barking  of  dogs.  The  French  were  then,  as  they 
are  to-day  and  have  been  at  all  times,  very  touchy  on 
that  point,  and  Rousseau's  imprudent  and  hyperbolic 

those  for  whom  it  is  intended,  but  will  not  make  them  better. 
One  could  not  choose  more  glaring  colors  to  paint  the  horrors  of 
society  from  which  our  ignorance  and  weakness  promise  them- 
selves so  many  delights.  Never  has  any  one  employed  so  much 
genius  to  make  us,  if  possible,  to  beasts.  When  one  reads  your 
book  lie  is  seized  at  once  with  the  desire  to  walk  on  all-fours. 
But  as  I  have  lost  that  habit  some  sixty-odd  years  ago,  1  feel  to 
my  sorrow  that  I  am  unable  to  begin  it  anew,  and  gladly  leave 
this  natural  way  to  those  who  are  more  worthy  to  follow  it  than 
you  and  I.  Moreover,  I  find  it  impossible  to  embark  for  Canada 
to  live  among  the  savages  ;  firstly,  because  the  ailments  which  I 
have  been  condemned  to  suffer  would  necessitate  the  services  of 
a  European  physician  ;  and  secondly,  because  they  have  war 
over  there  just  now,  and  because  the  example  of  our  nations  has 
made  them  almost  as  bad  as  we  ourselves  are.  I  have  to  be  con- 
tent to  stay  here  in  your  vicinity  and  live  as  peaceable  savage  :" 
etc. 


Jean  Jacques  Rousseau.  n 

criticism  had  invited  the  hatred  of  all  Paris  upon  his 
head.  He  fled  and  sought  refuge  in  his  native  country. 

At  Geneva  *  he  intended  to  make  his  permanent 
home,  but  gave  up  his  resolution  when  he  heard  that 
his  literary  rival,  Voltaire,  whose  sarcasm  he  feared, 
lived  in  the  vicinity  of  the  town,  at  Fernei,  and  departed 
again  for  France. 

Writes  "  La  Nouvelle  Heloise." — One  of  his  admirers, 
a  Madame  d'Epinay,  had  caused  to  be  built  for  him  a 
fine  residence  in  the  park  of  La  Chevrette,  in  the  roman- 
tic valley  of  Montmorency,  near  Paris.  In  this  hermi- 
tage, as  Rousseau  loved  to  call  the  place,  he  wrote  "  La 
Nouvelle  Heloi'se."  This  work  was  intended  to  make 
his  leading  thoughts  on  naturalism  popular  and  to  in- 
still them  in  social  life.  The  narrative  part  of  the  work 
was  apparently  an  overt  attack  on  the  ethics  of  family 
relation.  His  glowing  and  enchanting  rhetoric  made 
the  delusive  phantom  of  free,  natural  love  so  seduc- 
tive that  it  was  apt  to  corrupt  the  better  judgment  of 
the  reader  through  the  siren-appeal  to  his  weakness, 
his  emotions  and  passions.  But  the  author  did  not 
seek  to  destroy  family  life,  as  some  have  imagined ;  he 
came  to  reform  it.  His  beautiful  description  of  the 
home  circle,  where  love  reigns  supreme,  could  not  but 
have  a  beneficent  influence. 

In  this  romance  Rousseau  showed  himself  as  poet. 
The  charming  descriptions  of  the  beauties  of  nature  that 

*  He  had  turned  Catholic  owing  mainly  to  the  influence  of 
Madame  de  Warens.  At  Geneva  he  rejoined  the  Reformed 
Church,  thereby  regained  his  citizenship,  and  from  that  time 
styled  himself  Citoyen  de  Gencce. 


1 2  Jean  Jacques  Rousseau. 

he  had  artfully  knitted  into  the  work  to  kindle  in  the 
hearts  of  men  a  love  for  their  surroundings,  and  to 
make  them  look  to  nature  for  the  sources  of  the  highest 
and  purest  delights,  stand  to-day  unrivalled,  the  master- 
work  of  a  poetic  genius.  It  is  this  part  that  Humboldt 
referred  to  when  he  called  the  "  Helo'ise  "  the  most  ex- 
quisite work  on  the  grandeur  of  nature.  The  "  Heloise  " 
revealed  the  ideals  that  Rousseau  cherished,  the  confes- 
sions of  his  passionate  soul,  encased  by  his  master-hand 
in  beautiful  diction  that  would  bear  the  reader  aloft  to 
a  higher  goal  of  life. 

Completes  the  Chain  of  Epoch-making  Writings. — In 
the  winter  of  1757,  after  a  quarrel  with  his  benefactress, 
Rousseau  suddenly  left  the  hermitage  and  went  to  Mont- 
moreucy,  where  he  lived  for  five  years  in  the  castle  of  the 
Duke  of  Luxembourg.  There  he  wrote  the  "Contrnt 
Social "  *  and  "  Emile,  ou  sur  FEducation  " — the  gospel 
of  democracy  and  the  gospel  of  education,  as  his  ad- 
mirers have  called  these  master- works  of  French  litera- 
ture. 

In  his  first  essay,  on  the  arts  and  sciences,  Rousseau 
had  given  a  general  outline  of  his  literary  plan ;  in  the 
second  his  ideas  had  crystallized  around  the  central 
thought  of  naturalism  (I'homme  naturel) ;  the  three  fol- 
lowing books  were  designed  to  show  the  practical  appli- 
cation of  his  ideas :  in  the  "  Coutrat  Social "  with  refer- 

*  In  this  work  he  sounded  the  battle  cry  of  the  French  revolu- 
tion :  Liberty,  equality,  sovereignty  of  the  people,  the  king  a 
mandatary  !  His  ideal  of  i\  state  was  the  federative  republic. 
Robespierre  and  Marat  learned  their  first  lessons  in  civil  govern- 
ment from  his  gospel  of  democracy. 


Jean  Jacques  Rousseau.  13 

ence  to  the  state  ;  in  the  "  Nouvelle  Helo'ise  "  with  refer- 
ence to  the  family  ;  and  in  the  "  Emile,"  this  last  and 
greatest  link  in  the  chain  of  epoch-making  writings,  with 
reference  to  the  individual  and  his  education.  "All 
these  books/'  Kousseau  said  himself,  "  breathe  the  same 
maxims." 

Condemned  by  the  Clergy. — The  moral  and  religious 
principles  enunciated  in  the  "  Emile,"  particularly  one 
part,  the  "Confession  of  Faith  of  the  Vicar  of  Sa- 
voy," called  the  whole  clerical  camp  under  arms.  The 
archbishop  of  Paris  issued  a  pastoral  letter,  in  which  he 
said :  "  Rousseau  poses  as  a  teacher  of  mankind  in  order 
to  defraud  it,  as  a  public  waruer  to  mislead  the  world, 
as  the  oracle  of  the  century  to  complete  its  corruption. 
In  a  work  on  the  inequality  of  the  classes  he  has  de- 
graded man  to  a  beast;  in  a  later  work  ('  Heloi'se ')  he  has 
instilled  the  poison  of  voluptuousness,  while  appearing 
to  condemn  it  ;  in  the  Emile,  he  takes  possession  of  the 
first  life-period  of  man  to  establish  the  reign  of  irreli- 
gion."  Catholics  and  Protestants  joined  to  condemn  the 
author  because  of  his  alleged  heresy  and  immorality, 
and  sought  to  suppress  the  sale  of  the  book. 

The  result  of  the  severe  condemnation  that  fell  on 
the  book  was  that  there  was  such  an  enormous  demand 
for  it  that  the  price  rose  from  12  livres  to  2  louis  d'or. 

Freethinkers  Disappointed. — The  ravings  of  the  clergy 
led  the  French  freethinkers  to  believe  that  the  "  Emile  " 
was  the  gospel  of  atheism,  and  great  was  their  rejoicing 
for  a  time.  But  they  were  disappointed.  The  "  Con- 
fession of  Faith  of  the  Vicar  of  Savoy  "  was  an  overt  at- 
tack on  tfce  materialism  of  the  day.  Rousseau  dared  to 


14  Jean  Jacques  Rousseau. 

believe  in  Providence  that  was  too  much  for  the  athe- 
istic scoffers.  "  I  endeavor  to  shun  the  two  extremes,  of 
heartless  freethinking  on  the  one  hand,  and  blind  cre- 
dulity on  the  other,"  wrote  the  author;  "  I  dare  confess 
God  before  the  philosophers,  and  preach  humanity  to 
persecutors." 

Persecuted  by  his  Enemies. — On  June  9,  1762,  the 
French  parliament,  with  a  view  of  gaining  favor  with 
the  clergy  and  the  people,  condemned  the  "  Emile  "  and 
ordered  it  to  be  burned  by  the  public  executioner  in  the 
market-place  of  Paris.  A  week  later  the  book  experi- 
enced a  similar  fate  in  Protestant  Geneva.  The  author 
was  to  be  imprisoned,  but  made  good  his  escape  into 
Switzerland.  He  lived  for  a  time  at  Yverdon,  the  little 
town  that  later  became  so  famous  through  the  work  of 
Pestalozzi.  Banished  by  the  government  of  Berne,  lie 
fled  to  Moitiers,  Neufchatel,  and  thence  to  the  isle  of 
St.  Pierre  in  Lake  Biele.  There  he  was  for  a  time  left 
unmolested  in  his  solitude,  until  the  persecutors  found 
him  and  forced  him  to  leave  the  country.  Driven 
about  from  place  to  place  by  the  enraged  clergy  of  every 
denomination,  he  finally  found  refuge  in  England  in 
the  house  of  Hume,  the  philosopher.  Quarrelling  with 
his  benefactor,  he  returned  to  France.  He  was  per- 
mitted to  live  in  the  vicinity  of  Paris  on  condition  that 
he  would  refrain  from  publishing  anything  of  a  revolu- 
tionary nature. 

Writes  his  "  Confessions." — The  last  days  of  his  restless 
life  were  spent  at  Ermenonville,  north  of  Paris,  on  the 
beautiful  country-seat  of  the  Marquis  de  Girardin. 
There  he  wrote  his  "Confessions."  In  this  voluminous 


Jean  Jacques  Rousseau.  15 

work,  partly  truth,  partly  fiction,  he  has  left  to  the 
world  his  autobiography. 

Last  Days  and  Death. — Filled  with  hatred  against 
the  race  for  whose  happiness  he  had  labored,  suffering 
the  tortures  of  a  diseased  body  and  a  restless  mind,  he 
lived  the  life  of  a  hermit.  Dressed  in  a  strange  Ar- 
menian costume,  he  wanted  to  be  regarded  by  the  outer 
world  as  a  "  stranger  "  without  home  and  without  friends. 
He  died,  suddenly,  July  2, 1778,  at  Ermenonville.*  Some 
believe  that  he  took  poison,  others  that  he  shot  himself; 
but  these  assumptions  are  unwarranted. 

He  was  buried  on  the  same  day  on  the  poplar  island 
of  Ermeuonville.  His  epitaph  bears  this  inscription: 

"  Here  where  the  poplars  lonely  sprout  rests  Rousseau's  body. 
Ye  hearts  pure  and  war  in, 
The  tombstone  hides  your  friend." 

On  October  11,  1794,  the  body  was  exhumed  and 
thought  to  the  Parthenon.  There  he  rests  side  by  side 
with  Voltaire.  The  sarcophagus  bears  the  inscription, 

"To  the  Man  of  Nature  and  of  Truth." 

A  Laconic  Criticism. — Some  one  has  judged  Rousseau 
very  tersely  in  these  words:  "Jean  Jacques  Rousseau 
was  born  at  Geneva,  thought  at  Paris,  wrote  at  Mont- 
morency,  plagued  and  tormented  himself  everywhere. 
His  body  he  left  to  Ermenonville,  his  head  to  Emile, 

*  The  reverence  of  the  French  revolutionists  for  Rousseau 
saved  Ermenouville  from  being  burned  down  iu  the  time  of  the 
Commune. 


i 6  Jean  Jacques  Rousseau. 

his  heart  to  Julia,*  and  in  his  '  Social  Contract '  lie  be- 
queathed to  the  world  the  restlessness  of  his  soul." 

Review  of  Rousseau's  Life. — Rousseau  was  by  nature 
endowed  with  the  rare  gift  of  genius.  His  wonderful 
imagination,  the  power  to  clothe  his  thoughts  in  beauti- 
ful and  enchanting  diction,  the  glowing  enthusiasm  that 
charmed  the  age  in  which  he  lived  and  converted  it  to 
the  grand  ideas  in  his  writings,  made  him  immortal. 
This  is  the  ideal  Rousseau,  the  Rousseau  whom  the 
world  admires  and  honors  as  a  classic. 

How  different  from  this  is  the  real  Rousseau,  judged 
by  the  conduct  of  his  life !  Examine  him  as  we  may, 
we  will  not  discover  one  trait  that  might  be  taken  as 
suggesting  the  ruling  principle  of  his  life.  All  is  con- 
tradiction. The  moral  maxims  that  he  upholds  in  his 
writings  are  trodden  down  in  his  conduct.  He  preaches 
charity  and  hates  mankind,  although  he  starts  out  to 
make  the  world  happy.  He  insists  that  he  who  cannot 
fulfil  the  duties  of  a  father  has  no  right  to  become 
such,  and  sends  his  children  to  a  foundling  asylum. 4- 
He  condemns  society  for  the  very  vices  in  which  he 
fairly  wallows.  He  seeks  friends,  then  turns  away  from 
them  and  aims  to  crush  them  with  the  power  of  his  pen, 
and  then,  too  weak  to  shun  them,  too  weak  to  stand 
alone,  clings  to  them  again  for  support.  He  wants  to 
lead  the  thoughts  of  mankind,  and  is  himself  most  in 

*  "La  Nouvelle  Heloi'se." 

f  In  bis  "  Confessions"  be  writes  that  tbis  bnsoften  caused  biiu 
bitter  remorse  ;  but  it  cannot  bave  been  very  serious,  for  be  never 
took  steps  to  get  bis  children  back,  although  he  could  have  done 
so  with  little  difficulty. 


Jean  Jacques  Rousseau.  17 

need  of  guidance.  He  attempts  to  set  up  a  new  ideal, 
and  has  never  fathomed  its  depth.  There  is  hardly  a 
vice  that  he  has  not  tasted.  Constantly  seeking  for 
happiness,  he  destroys  it  wherever  he  finds  it.  He  has 
no  fixed  maxims  to  govern  his  will,  no  energy  to  follow 
those  that  he  proclaims  to  be  true  and  good :  he  is,  in 
short,  a  man  without  character,  at  the  mercy  of  circum- 
stances, of  a  mad  ambition,  a  slave  of  passions  and  sen- 
sous  desires. 

ROUSSEAU'S   "EMILE,"  OR   TREATISE  ON 
EDUCATION. 

How  Rousseau  came  to  Write  the  "  Emile." — The  revo- 
lution of  thought  that  the  French  nation  was  undergoing 
had  aroused  all  reflecting  minds,  and,  as  is  ever  the  case 
when  the  ideals  of  society  suddenly  change,  all  eyes 
turned  to  education  for  the  realization  of  the  hopes  of 
the  age.  Eminent  writers,  like  Duclos,  Chalotais,  and 
Gayer,  took  up  the  pen  to  solve  the  educational  problem. 
Anxious  mothers  inquired  for  advice  to  learn  how  to 
educate  their  children  to  make  them  happy  and  wise. 
It  was  in  answer  to  the  request  of  one  of  these  good  and 
thoughtful  mothers,  a  Madame  Dupin  de  Chenonceaux, 
that  Rousseau  wrote  the  "Emile."  In  the  preface  to 
this  grand  work  he  wrote :  "  My  original  purpose  was  to 
write  only  a  memorandum  of  a  few  pages;  but  my 
theme  led  me  on  against  my  will,  and  that  memoran- 
dum, before  I  realized  it,  became  a  sort  of  book,  too 
large,  doubtless,  for  what  it  contains,  but  too  small  for 
the  subject  which  it  discusses." 


1 8  Jean  Jacques  Rousseau. 

Hesitated  about  Publishing  it. — When  the  author  had 
completed  this  "last  and  best  work,"  as  he  himself 
called  it,  he  placed  the  manuscript  before  the  Duchess 
of  Luxembourg,  to  whom  he  had  previously  read  the 
"  Helo'ise  "  and  the  "  Social  Contract "  before  publishing 
them,  to  hear  her  judgment  concerning  it.  The  duchess 
was  not  as  favorably  impressed  with  the  work  as  the 
author  had  expected.  But  she  offered  to  find  a  publisher 
for  it.*  Owing  to  the  censor  laws,  the  work  could  not 
be  printed  in  France  and  had  to  be  sent  to  Holland.  It 
appeared  in  Paris  in  1762.  Rousseau  wrote:  " I  hesitated 
a  long  time  about  publishing  it;  and  I  was  often  made 
to  feel,  while  working  at  it,  that  the  writing  of  a  few 
pamphlets  is  not  a  sufficient  preparation  for  composing 
a  book.  After  vain  efforts  to  do  better,  1  think  it  my 
duty  to  publish  my  book  just  as  it  is,  judging  that  it  is 
important  to  turn  public  attention  in  this  direction,  and 
that,  even  though  my  ideas  are  perchance  bad,  my  time 
will  not  be  wholly  lost  if  I  succeed  by  this  means  in. 
stimulating  others  to  produce  letter  ones." 

The  Kernel  of  the  Book. — The  pedagogic  testament  of 
the  "  citizen  of  Geneva "  is  a  voluminous  work,  nearly 
the  size  of  a  bible,  covering  about  2400  (12mo)  pages. 
There  is  no  attempt  at  a  systematic  arrangement  of 
thoughts;  it  is,  as  the  author  says  himself,  "a  collection 
of  reflections  and  observations,  without  order  and  almost 
without  connection."  Any  attempt  to  bring  order  and 
harmony  into  them  would  prove  a  futile  task.  The 

*  He  was  a  poor  judge  of  men  and  would  Lave  reaped  but 
little  financial  benefit  from  his  writings  if  it  had  not  been  for 
his  benefactress,  who  knew  how  to  place  them  advantageously. 


Jean  Jacques  Rousseau.  j  9 

kernel  of  Rousseau's  pedagogy  is  education  according 
to  nature.  The  child  is  to  grow  to  manhood,  to  be- 
come a  healthy  and  reasonable  man,  relying  solely  upon 
himself  for  happiness.  His  education  is  to  be  adapted 
to  his  gifts,  powers,  needs,  dispositions,  qualities,  in 
short  his  individuality,  following  the  order  of  nature, 
as  shown  in  the  natural  development  of  his  physical  and 
psychical  powers.  Self-reliance  is  to  be  reached  by 
promoting  the  pupil's  self-activity  in  thought  and 
action.  The  best  education,  accordingly,  is  that  which 
does  the  least  for  the  pupil  and  merely  prevents 
corrupting  influences  from  obstructing  his  natural 
development.  In  order  to  educate  rightly,  the  chiltf 
must  be  studied;  for  thereby  we  learn  the  way  that 
nature  has  pointed  out  for  man  to  follow. 

The  Distinctive  Purpose  of  the  Book. — "  Childhood  is 
not  known,"  says  Rousseau ;  "  it  is  the  study  upon  which 
I  am  most  intent,  to  the  end  that,  though  my  method 
may  be  chimerical  and  false,  profit  may  always  be 
derived  from  my  observations."  To  turn  the  thoughts 
of  educators  to  the  child,  to  make  him,  and  not  the 
studies,  the  centre  of  educational  activity,  that  was  the 
purpose  of  Rousseau.  He  did  not  intend  to  give  them 
a  method  that  if  strictly  followed  out  would  prove  a 
panacea  for  all  evils.  That  is  why  he  wrote:  "An 
education  of  a  certain  kind  may  be  practicable  in 
Switzerland,  but  not  in  France;  one  kind  of  education 
may  be  best  for  the  middle  class,  and  another  for  the 
nobility.  The  facility  of  execution,  greater  or  less, 
depends  on  a  thousand  circumstances  which  it  is  im- 
possible to  determine  save  by  a  particular  application  of 


20  Jean  Jacques  Rousseau. 

the  method  to  such  or  such  a  country,  or  to  such  or 
such  a  condition.  Now,  all  such  special  applications, 
not  being  essential  to  my  subject,  do  not  form  a  part  of 
my  plan."  When  Rousseau  was  told  by  an  admirer 
that  his  son  was  being  educated  after  the  method  of  the 
"Emile,"  he  said,  "  So  much  the  worse  for  him."  His 
plan  was  to  describe  an  ideal  human  life  and  thereby  to 
stimulate  others  to  search  for  the  right  ways  and  means 
to  realize  it  in  education. 

The  Story  of  Emile. — Rousseau  presents  his  ideas  on 
education  in  the  form  of  a  romance.  He  begins  with 
the  birth  of  Emile,  the  hero  of  the  story.  To  isolate 
him  from  the  influence  of  the  family  and  the  social  and 
political  institutions  of  civilization,  he  makes  him  an 
orphan.  His  only  companion  is  his  tutor,  who  guides 
his  education  for  twenty-five  years  and  instructs  him 
till  he  is  married  and  has  children  of  his  own.  When 
Emile  reaches  the  years  of  puberty,  his  tutor  brings 
about  a  meeting  with  Sophie,  the  young  woman  whom 
he  has  chosen  to  become  his  pupil's  wife.  (Describing 
Sophie,  Rousseau  reveals  his  ideas  on  the  education  of 
women.*)  After  the  marriage  has  been  decided  on, 


*  His  ideas  on  this  subject  are  very  crude,  even  for  the  age  in 
which  he  lived.  "  Woman,"  he  writes,  "  is  especially  constituted 
to  please  man.  The  whole  education  of  women  ought  to  be 
relative  to  men.  To  please  them,  to  be  useful  to  them,  to  make 
themselves  loved  and  honored  by  them,  to  educate  them  when 
young,  to  care  for  them  when  grown,  to  counsel  them,  to  console 
them,  aud  to  make  life  agreeable  and  sweet  to  them — these  are 
the  duties  of  women  at  all  times,  and  that  should  be  taught  them 
from  their  iu fancy." 


Jean  Jacques  Rousseau.  21 

Emile  is  separated  from  Sophie  for  two  years  to  learn  to 
brave  misfortune.  He  begins  the  study  of  family, 
social,  and  civic  organization,  and  then  travels  with  hia 
tutor  through  the  principal  European  states,  to  observe 
the  genius  and  habits  of  the  different  nations  and  to 
become  acquainted  with  the  workings  of  political  con- 
stitutions and  the  leaders  of  thought.  At  twenty-four 
he  marries  Sophie.  The  tutor  stays  with  the  young 
couple  for  a  time  and  advises  them  as  to  the  ways  and 
means  to  make  matrimonial  life  a  heaven  of  bliss. 
Children  are  born,  and  the  tutor,  after  having  in- 
structed them  respecting  their  education,  takes  leave  of 
his  beloved  pupils.  It  seems  that  the  demon  of  de- 
struction from  whose  grasp  Rousseau  could  never  free 
himself  tortured  him  so  that  he  added  some  years  later 
"  Emile  et  Sophie,  ou  les  solitaires."  In  this  book  he 
tore  the  beautiful  picture  he  had  painted  of  matrimony 
in  the  "Emile"  and  with  one  stroke  of  his  pen  de- 
stroyed all  the  happiness  he  had  created.  Sophie 
proves  faithless;  Emile  leaves  her  in  despair,  comes 
to  Algiers  and  is  made  a  slave.  With  this  Rousseau 
intended  to  show  that  a  man  brought  up  after  his 
plan  could  not  be  conquered  even  in  the  most  adverse 
situations. 

Uses  up  One  Man  to  Educate  Another. — Rousseau,  as 
Herbart  put  it,  sacrifices  in  theory  the  whole  individual 
life  of  the  teacher,  whom  he  gives  up  to  be  the  boy's 
constant  companion.  This  education  costs  too  dear. 
There  is  some  truth  in  the  saying  that  "  education  lasts 
as  long  as  life ; "  but  that  certainly  does  not  mean  that 
man  must  be  constantly  guided  by  another.  Emile  has 


22  Jean  Jacques  Rousseau. 

a  tutor  up  to  the  age  of  twenty-five.  Even  then  he  has 
not  yet  reached  the  aim  which,  Rousseau  says,  is  self- 
reliance;  for  he  begs  the  tutor  not  to  leave  him,  but  to 
guide  him  on.  He  confesses  his  inability  to  stand  on 
his  own  feet.  This  is  one  of  the  many  examples  of  con- 
tradictory ideas  in  the  book. 

Private  Education. — Rousseau  believes  with  Locke,  to 
whom  he  is  indebted  for  many  ideas,  that  isolated, 
private  education  is  better  than  the  social  training  in 
family  and  school.  He  himself  had  never  experienced 
the  blessings  of  an  education  in  a  well-regulated  home. 
The  schools  of  that  time  were  exceedingly  poor.  Be- 
sides, he  intended  to  describe  a  natural  education, 
whatever  that  means,  and  to  this  end  to  isolate  the  pupil 
from  the  influences  of  civilized  life.  Lastly,  the  book 
was  intended  for  a  mother  of  the  aristocratic  class  *  who 
would  engage  a  private  tutor  for  her  boy. 

This  isolation  from  social  life  gives  rise  to  many  con- 
flicting statements.  Rousseau  insists  that  in  a  natural 
education  the  mother  is  the  rightful  nurse  of  the  child 
and  the  father  the  rightful  teacher,  then  in  describing  a 
natural  (?)  education  he  makes  the  pupil  an  orphan  and 
gives  him  a  tutor  who  hires  a  nurse  for  the  infant, 
although  he  advises,  shortly  before,  justly  and  vigorously 
against  hired  nurses. 

Contradictions. — Speaking  of  contradictions,  we  hardly 
know  where  to  begin  to  point  them  out.  The  book  is 
full  of  them.  One  might,  if  it  were  worth  the  trouble 

*  He  writes:  "  The  poor  man  has  no  need  of  an  education,  for 
his  condition  in  life  forces  one  upon  him,  and  he  could  receive  no 
other." 


Jean  Jacques  Rousseau.  23 

cull  from  it  a  large  volume  of  unripe  assertions,  exagger- 
ations, and  most  nonsensical  statements.  Once  the 
author  insists  that  all  is  to  be  sacrificed  to  present  hap- 
piness, arguing  that  the  pupil  may  never  grow  up  to 
manhood ;  then  in  other  paragraphs  Emile  is  subjected 
to  all  sorts  of  tortures,  because  he  will  be  all  the  better 
for  it  when  grown  up.  Again  and  again  Rousseau 
insists  that  education  ought  to  be  purely  negative  in 
childhood,  and  then  describes  an  education  that  might 
be  called  anything  but  negative.  He  believes  that  the 
example  of  the  educator  is  a  most  important  power,  and 
then  makes  his  model  tutor  deceive  Emile  in  order  to 
impress  some  truth.  On  the  one  hand  he  tries  to  make 
us  believe  that  the  sciences  and  arts  have  corrupted 
mankind,  and  on  the  other,  teaches  the  pupil  drawing, 
music,  mathematics,  geography,  history,  civil  govern- 
ment, physics,  etc. 

SOME    GENERAL    PRINCIPLES    CONSIDERED. 

1.  Man  is  born  good.  The  dispositions,  including 
sensations  and  feelings,  with  which  he  is  by  nature  en- 
dowed, tend  spontaneously  to  the  good.  Goodness, 
consequently,  must  be  life  according  to  nature,  or  to 
what  man  is  by  nature. 

This  is  certainly  a  wrong  premise.  Man  is  neither 
good  nor  bad  by  nature:  he  is  guiltless — that  is  all.  He 
is  susceptible  for  both  good  and  evil;  for  the  latter,  as 
experience  shows,  even  more  than  the  former,  as  he  is 
naturally  sensuous  and  selfish  and  has  not  yet  the  power 
to  control  his  desires. 


24  Jean  Jacques  Rousseau. 

2.  Education  is  derived  from  three  sources:  (1)  from 
NATUBE,  (2)  from  MEN,  (3)  from  THINGS.    The  inner 
development  of  our  faculties  and  organs  is  the  education 
of  nature;  the  use  which  we  learn  to  make  of  this  devel- 
opment, that  of  men;  the  acquisition  of  personal  experi- 
ence from  the  objects  that  affect  us,  that  of  things.     All 
these  educative  influences  must  tend  to  the  same  end. 
The  education   derived  from  men  is  the  only  one  of 
which  we  are  truly  the  masters;  that  of  things  depends 
on  ourselves  only  in  certain  respects;   while  that  of 
nature  is  entirely  independent  of  ourselves.     Since  the 
co-operation  of  the  three   educations  is  necessary  to 
attain  the  best  results,  it  is  to  the  one  over  which  we 
have  no  control  that  we  must  direct  the  other  two. 

Rousseau  takes  too  general  a  view  of  education. 
What  he  calls  the  education  of  nature  is  simply  un- 
directed natural  development  and  does  not  deserve  the 
name  of  education,  else  we  might  speak  also  of  educated 
plants  and  minerals.  But  his  principle  contains  a  sound 
kernel  of  truth.  The  educator  cannot  make  the  child 
what  he  wants  him  to  be.  The  environment  and  the 
experiences  gained  from  the  observation  and  handling 
of  things  are  influences  over  which  he  has  no  absolute 
control.  Hence  to  gain  the  greatest  possible  power  over 
the  pupil  he  must  carefully  study  him,  measure  the 
quality,  force,  and  extent  of  the  influences  other  than  his 
own  on  his  growth  and  direct  them  to  the  end  he  aims 
at. 

3.  Nature  points  out  the  aims  of  education.    Accord- 
ing to  this  principle,  those  living  in  the  lowest  grade 
of  savagery  ought  to  be  the  best  authorities  as  to  what 


Jean  Jacques  Rousseau.  25 

aims  to  pursue  in  education,  as  nature,  i.e.,  their  natural 
impulses,  is  their  only  guide.  The  study  of  human 
nature  reveals  the  laws  of  inner  development,  but  not  its 
destiny.  The  highest  purpose  of  human  life — and  with 
that  is  given  the  aim  of  education — is  determined  by 
moral  philosophy,  or  ethics.  It  has  taken  many  hun- 
dreds of  years  to  reach  an  agreement  as  to  what  should 
be  the  aim  of  every  man.  It  is  absurd  to  assume  that 
if  men  should  be  left  to  themselves  their  impulses  would 
tell  them  that  they  are  to  strive  for  moral  strength  of 
character.  Eousseau's  principle  is  entirely  wrong. 

4.  The  aim  of  education  is  the  natural  man.  Rous- 
seau wants  to  form  a  natural  man,  a  savage,  as  he  ex- 
plains in  another  passage.  What  his  conception  of  a 
natural  man  is  he  has  shown  in  his  essay  on  "  The 
Origin  of  Inequality  among  Men"  (see  page  9).  He 
holds  that  the  state,  like  all  other  strongholds  of  civili- 
zation, is  an  unnatural  institution.  He  ignores  reality 
entirely,  imagines  himself  in  the  time  before  the  dawn 
of  civilization,  and  builds  up  a  Utopian  world  of  his  own. 
Following  him  in  this,  we  would  have  to  destroy  all 
traces  of  civilization,  blot  out  the  pages  of  history,  live 
in  forests,  "  every  man  for  himself,  and  "  etc.,  and  then  in 
as  many  thousand  years  as  we  have  started  back— we 
would  be  exactly  where  we  are  now.  The  anarchists  are 
to-day  about  the  only  people  that  worship  at  this  Rous- 
seau ian  shrine. 

But  while  we  cannot  agree  with  the  idea  of  educating 
savages,  we  do  not  altogether  reject  the  aim  of  education 
as  stated  by  Rousseau.  Here,  as  nearly  everywhere  in 
the  "  Emile,"  we  must  take  the  ideas  as  they  stand,  not 


26  Jean  Jacques  Rousseau. 

as  the  author  wants  them  understood,  but  as  we  ourselves 
explain  them.  Taking  the  proposition  negatively,  we 
may  even  allow  it  to  stand  that  the  aim  is  the  natural 
man.  We  certainly  do  not  want  to  make  the  children 
unnatural.  But  our  natural  man  is  not  a  Fiji  islander. 
He  is  a  man  whose  nature  is  fully  and  completely  devel- 
oped, strong  and  healthy  in  body  and  mind,  a  man  of 
character.  His  natural  state  is  civilized  life,  into  that 
he  is  born,  in  that  he  grows  up,  and  the  greatest  per- 
fection possible  in  it  is  his  highest  natural  state.  The 
trouble  with  the  term  natural  is  that  it  has  lost  signi- 
ficance by  indiscriminate  use. 

While  strictly  adhering  to  the  chameleon  "natural 
man  "  idea,  Rousseau's  book  reveals  on  almost  every  page 
that  what  is  really  aimed  at  is  HAPPINESS,  i.e.,  the  least 
possible  evil.  Everything  seems  to  centre  in  this  eude- 
monistic  principle.  We  in  our  day,  theoretically  at  least, 
believe  that  happiness  follows  of  itself  if  the  individual 
has  been  trained  to  adapt  himself  to  changing  circum- 
stances, and  aim  to  give  him  the  power  to  do  it.  But 
even  this  is  only  a  subordinate  purpose  of  education. 
The  goal  that  we  are  striving  for  is  virtue,  and  hence 
we  look  upon  the  development  of  moral  strength  of 
character  as  the  true  purpose  of  education. 

In  explaining  how  happiness  is  to  be  attained,  Rous- 
seau approaches  the  modern  idea  of  education.  He  says 
that  it  is  of  little  consequence  whether  the  pupil  be  des- 
tined for  the  army,  the  church,  the  bar,  or  any  other 
vocation  :  to  live  is  the  trade  he  is  to  learn.  He  then 
who  knows  best  how  to  support  the  good  and  evil  of 
life  is  the  best  educated.  He  must  know  how  to  pro- 


Jean  Jacques  Rousseau.  27 

tect  himself  in  the  years  of  manhood,  to  bear  the  blows 
of  destiny,  to  live,  if  need  be,  amid  the  snows  of  Iceland 
or  on  the  burning  roeks  of  Malta.  Here  Rousseau  shows 
plainly  that  education  should  develop  self-reliance,  and 
enable  the  pupil  to  practically  adapt  himself  to  changing 
circumstances.  "  Keep  the  child  dependent  upon  things 
alone,"  he  writes, "  and  you  will  have  followed  the  order 
of  nature." 

5.  Education  must  follow  the  order  of  nature.    Ac- 
cording to  the  passage  quoted  just  before,  this  would 
seem  to  mean  :  "  keep  the  child  dependent  upon  things 
alone."     But  the  maxim  implies  more,  and,  as  further 
explained  in  the  "  Emile,"  is  sound.     The  only  fault 
we  find  with  it  is  that  it  is  too  general  to  suggest  its 
deeper  meaning.     Rabelais,  Montaigne,  Bacon,  Ratich, 
Comenius,  and  Locke  wanted  education  to  proceed  "  in 
accordance  with  the  laws  of  nature  "  too,  but  each  one 
gave  it  a  different  meaning.     Rousseau  insisted  that  it 
should  be  explained  as  "  in  accordance  with  the  laivs  of 
the  natural  development  of  man" 

6.  Education  must  adapt  itself  to  the  individuality 
of  the  child.     It  is  one  of  the  greatest  merits  of  Rous- 
seau to  have  established  this  truth  forever.     How  ear- 
nestly he  adhered  to  this  important  principle  is  shown  on 
almost  every  page  of  the  "  Emile."     He  argues  :   Each 
mind  has  a  peculiar  bent,  its  own  particular  form,  ac- 
cording to  which  it  must  be  governed,  and  for  the  suc- 
cess of  our  undertaking  it  is  necessary  that  it  should  be 
governed  by  this  form  and  by  no  other.     Study  the  in- 
dividuality of  the  pupil  carefully  before  you  act.     At 
first  leave  the  germs  of  his  character  at  perfect  liberty 


28  Jean  Jacques  Rousseau. 

to  unfold,  and  put  no  constraint  whatever  upon  him,  in 
order  that  you  may  the  better  see  him  in  his  complete- 
ness. In  infancy,  therefore,  sacrifice  time  which  you 
will  regain  with  interest  at  a  later  period. 

7.  The  principal  condition  for  the  success  of  edu- 
cation is  that  the  educator  knows  and  loves  his  pupil. 
This  is  a  fundamental  truth.     The  teacher  must  study 
child-nature  and  his  pupil  in  particular  before  he  can 
undertake  to  educate  him.     Rousseau  would  have  him 
be  a  young  man — "  just  as  young  as  a  man  can  be  and 
be  wise," — believing  that  in  order  to  secure  a  really  solid 
attachment  between  the  child   and  his  educator,  the 
difference  in  age  should  not  be  too  great.    "Were  it 
possible,"  he   writes,  "I  would  have   him  a  child,  so 
that  he  might  become  a  companion  to  his  pupil  and 
secure  his  confidence  by  taking  part  in  his  amusements." 

8.  What  are  we  to  do  f    Much,  doubtless,  but  chiefly 
to  prevent  anything  from  being  done.    This  paradox 
explains  itself  if  compared  with  Rousseau's  conception 
of  the  primal  man.     As  he  believes  the  child  to  be  nat- 
urally good  and  endowed  with  instincts  that  tend  spon- 
taneously to  the  good,  he  is  best  educated  by  simply 
keeping  away  from   him  corrupting  influences.     The 
educator  should  guide   him   somewhat,  but  only  very 
little,  and  without  seeming  to  guide  him.     He  must  not 
so  much  give  information  as  to  cause  the  child  to  dis- 
cover for  himself  what  he  should  know. 

9.  Self-reliance    is    the   fruit    of  self-activity    in 
thought  and  action.    This  is  the  golden  rule  in  all 
good  teaching.     Only  what  the  pupil  has  gained  himself 
by  honest  effort  is  really  his  own.    But  this  should  not 


Jean  Jacques  Rousseau.  29 

mean  that  he  is  to  be  left  to  himself.  The  teacher 
directs  the  pupil's  activity,  and  brings  that  within  reach 
which  is  to  be  acquired,  but  he  does  not  do  things  for 
him  and  give  or  force  information  upon  him.  Rousseau 
writes  :  "  It  is  not  proposed  to  teach  the  pupil  the  sci- 
ences, but  to  give  him  a  taste  for  them,  and  methods  for 
learning  them,  when  this  taste  shall  be  better  devel- 
oped." He  would  have  the  pupil  discover  the  sciences 
for  himself.  This  is  going  to  an  extreme.  It  has  taken 
many  centuries  to  bring  the  sciences  to  the  height  which 
they  have  reached  up  to  the  present  day.  The  pupil 
would  consequently  have  to  live  these  years  of  experi- 
menting and  recording  of  results  over  again.  The 
truth  that  lies  in  Rousseau's  thought  is  that  the  pupil  is 
to  be  taught  by  observation  and  experiment  rather  than 
by  information.  The  point  that  instruction  should  aim 
at  stimulating  and  developing  the  child's  taste,  or  inter- 
est, for  the  sciences  instead  of  mere  knowledge  of  them, 
is  perfectly  sound  and  forms  to-day  one  of  the  funda- 
mental principles  of  teaching. 

WHY   WE    PRIZE    THE    "  EMILE "   AS   A   CLASSIC. 

General  Effect  of  the  "  Emile."—  But  after  all,  it  is 
not  so  much  what  Rousseau  said  on  education,  but  how 
he  said  it,  that  made  him  great.  For  although  full  of 
sophisms,  paradoxes,  and  glaring  contradictions,  inter- 
weaving sound  truths  with  errors  and  rank  absurdities, 
the  influence  of  "  Emile  "  converted  the  world  to  the 
appreciation  of  an  education  founded  on  the  immutable 
laws  of  nature,  development  of  self-reliance  in  thought 


30  Jean  Jacques  Rousseau. 

and  action,  and  a  healthy  growth  of  the  human  organ- 
ism ;  and  thus  accomplished  more  than  any  of  the  ped- 
agogic works  that  preceded  it.  It  certainly  contained 
nothing  new — the  thoughts  it  brought  out  were  those 
that  Rabelais,  Comenius,  Montaigne,  Locke,  Fenelon, 
Fleury,  Rollin,  and  others  had  uttered  long  before  him; 
but — and  herein  lies  the  true  worth  of  the  "  Emile  " — 
Rousseau  told  the  truths  that  were  to  guide  the  educa- 
tion of  youth  better  than  those  before  him,  and  there- 
fore was  better  listened  to  than  they.  In  other  words, 
Rousseau's  "  Emile  "  popularized  the  philosophy  of  edu- 
cation that  the  great  thinkers  of  ages  had  built  up  but 
failed  to  bring  home  to  those  for  whom  it  was  intended. 
What  gave  the  Book  Epoch-making  Power. — Up  to 
the  time  of  Rousseau  the  principles  derived  from  the 
nature  of  the  studies  were  the  guides,  how  to  adapt  the 
child  to  the  logical  order  of  science  the  uppermost  ques- 
tion, in  pedagogy.  The  "Emile"  exploded  this  un- 
natural and  false  principle,  and  founded  education  on  a 
new  basis,  on  the  study  of  child-life.  How  to  adapt 
education  to  the  different  stages  of  growth  was  the 
"burden"  of  this  legacy  to  pedagogy.  Rousseau  was  a 
master  in  the  art  of  picturing  childhood.  He  revealed 
the  whole  physical  and  psychical  life  of  children.  He 
showed  man  as  nature  had  made  him,  and  followed  his 
natural  growth  from  the  vegetative  stage  of  infancy  to 
the  highest  human  perfection  in  complete  manhood. 
The  disastrous  effects  of  substituting  artificial  means 
for  those  founded  on  the  laws  of  life,  of  perverting  the 
order  of  nature  and  subduing  her  educative  influences, 
were  painted  in  glaring  colors.  Faults  of  children  that 


Jean  Jacques  Rousseau.  3 1 

"escaped  the  notice  of  educators  were  uncovered ;  on  the 
other  hand,  he  pointed  out  the  narrow-mindedness  of 
adults  who  looked  upon  childish  mischief  as  a  crime  and 
stamped  carelessness  as  malice.  The  introduction  into 
the  real,  innermost  life  of  childhood,  into  the  natural 
causes  of  the  formation  of  good  and  evil  habits,  formed 
the  nucleus  of  the  "  Emile "  and  gave  the  book  the 
epoch-making  power. 

Why  the  "  Emile  "  Accomplished  more  than  Previous 
Works  on  Education. — The  thought  that  the  child  must 
be  studied  to  educate  him  rightly  had,  like  the  motive  of 
fugue,  been  heard  again  and  again,  since  the  time  of 
Bacon  in  endless  variations;  but  while  the  majority 
tried  to  make  their  improvisations  over  the  theme  con- 
form to  scientific  rules  and  lost  themselves  in  technical- 
ities that  could  not  interest  their  audience,  Rousseau 
took  up  the  motive  and  wove  it  into  a  charming  melody 
that  appealed  to  the  hearts  of  fathers,  mothers,  and 
teachers,  and  gave  them  a  taste  of  an  ideal  life.  He 
knew  the  child;  he  had  studied  him  as  he  found  him  in 
the  palaces  of  the  wealthy  and  in  the  huts  of  the  lowly; 
he  knew  his  whims,  his  feelings  and  desires — even  his 
vices  had  not  escaped  his  searching  eye.  He  pictured 
him  as  he  had  found  him,  avoiding  all  generalization 
and  systematizing  of  results.  That  struck  home. 
Parents  recognized  their  children  in  the  painting,  they 
saw  the  sources  of  their  virtues  and  vices;  the  author 
kept  within  reach  of  their  understanding  and  did  not, 
like  Locke  for  instance,  demand  a  knowledge  of  abstract 
metaphysical  laws.  Thus  the  "  Emile "  became  the 
herald  of  a  new  education;  it  pointed  to  a  new,  a  psy- 


32  Jean  Jacques  Rousseau. 

chological  basis  on  which  pedagogics  must  be  built,  and 
brought  abundant  material  for  the  construction  of  such 
a  foundation. 

Leads  to  the  Foundation  of  a  New  Philosophy  of  Edu- 
cation.— "  Study  your  pupils  more  closely,"  wrote  Rous- 
seau, "  for  it  is  very  certain  that  you  do  not  know  them; 
and  if  you  read  this  book  of  mine  with  that  purpose  in 
view,  I  do  not  believe  that  it  will  be  without  profit  to 
you."  That  struck  home.  The  study  of  child-life  re- 
ceived a  new  impulse  and  turned  from  the  sterile  rocks 
of  speculation  to  the  vast  and  fruitful  fields  of  reality. 
Pestalozzi  was  inspired  by  this  thought;  he  followed 
Rousseau  to  the  summit  of  the  Nebo  and  saw  the  beau- 
tiful world  of  new  education  beyond.  His  philosophy 
of  education  immortalized  the  fundamental  thoughts  of 
the  "  Emile."  Froebel  caught  its  spirit,  and  turning 
from  the  playful  activities  of  the  child  to  the  prompting 
impulses  within  found  a  new  paradise  of  childhood. 
Herbart  heard  the  plea  for  recognition  of  the  child's 
individuality  and  made  it  the  keystone  of  his  science  of 
education.  Thus  Rousseau's  masterly  treatment  of  the 
subject  of  child-study  led  to  the  foundation  of  a  new 
philosophy  of  education,  one  that  would  not  force  all 
human  beings  into  the  Procrustean  bed  of  a  scientifi- 
cally constructed  homunculus,  but  would  take  the  child 
as  he  is,  with  all  the  incongruities  and  surprises  of  his 
individual  nature,  and  adapt  itself  in  its  processes  to  his 
physical  and  mental  capabilities.  If  it  had  been  known 
before  Rousseau  that  each  child  must  be  studied  for 
himself  and  that  physiology  and  psychology  can  give 
only  the  general  laws  of  human  growth  that  make  the 


Jean  Jacques  Rousseau.  33 

study  of  individualities  easier  and  more  accurate,  but 
cannot  be  accepted  as  an  equivalent  substitute,  it  had 
never  been  made  sufficiently  clear  and  important  and  was 
certainly  never  acted  upon.  The  impulse  given  to  the 
study  of  childhood  must  be  directly  attributed  to  the 
influence  of  the  "Emile,"  notwithstanding  the  many 
•excellent  psychological  and  pedagogical  treatises  that 
preceded  it. 

Gives  the  Key  to  the  Pedagogic  Treasures  of  the  Past. 
— There  is  yet  another  effect  that  might  be  traced  back 
to  this  source.  But  we  must  proceed  cautiously  to  de- 
tect its  import.  We  must  also  constantly  bear  in'  mind 
that  Basedow  was  at  work  at  the  same  time  with  Rous- 
seau. AVhile  the  latter  laid  particular  stress  on  the 
study  of  the  child,  the  former  was  reconstructing  the 
system  of  education  on  the  basis  of  psychological  laws. 
Basedow,  too,  had  made  a  study  of  the  child,  but,  unlike 
Rousseau,  he  did  not  attempt  to  break  with  all  the  great 
educators  that  lived  before  his  time,  but  sought  rather 
to  modernize  their  ideas  so  as  to  be  in  accord  with  the 
laws  that  his  knowledge  of  childhood  had  found  to  be 
fundamental.  He  had  given  his  whole  life  to  the  re- 
construction of  the  theory  and  practice  of  education, 
while  the  author  of  the  "  Emile  "  had  through  a  mere 
incident  turned  to  the  study  of  the  needs  of  childhood. 
He  had  made  a  thorough  study  of  the  writings  of 
Comenius  and  had  embodied  in  his  system  of  education 
the  thoughts  that  his  psychologic  judgment  found 
sound.  "  Comenius  has  pointed  out  the  right  way,"  he 
was  wont  to  say.  This  constant  reference  to  Comenius 
called  attention  to  the  work  that  for  a  century  had  been 


34  fan  Jacques  Rousseau. 

a  "  stone  which  the  builders  refused."  What  else  was 
there  left  for  the  influence  of  the  "  Emile  "  to  do  in  this 
direction  ?  It  could  help  to  make  Comenius'  pedagogy 
"  the  headstone  in  the  corner."  And  that  it  has  done. 
By  making  the  study  of  the  child  the  first  duty  of  the 
educator,  it  set  up  a  standard  by  which  to  measure  the 
educational  theories  of  the  past.  The  student  felt  that 
he  must  find  the  psychological  basis  of  pedagogic  sys- 
tems to  appreciate  their  intrinsic  value.  Basedow  had 
revived  the  study  of  Comenius  and  had  gathered  the 
thoughts  that  would  stand  the  severest  test  in  practice; 
Rousseau  gave  the  key  to  the  right  appreciation  of  their 
import.  Briefly  told,  the  "Emile"  stimulated  the 
educators  to  make  a  critical  study  of  the  theories  of 
education. 

Why  the  "  fcmile"  Struck  Home.— If  we  look  for  the 
secret  of  the  wonderful  effect  of  the  "  Emile,"  we  shall 
find  that  it  lies  entirely  in  the  manner  in  which  the 
author  presented  his  thoughts.  There  is  nothing  scho- 
lastic about  it,  no  attempt  at  a  scientific  arrangement  of 
thoughts.  It  is  the  work  of  an  artist,  a  poet,  full  of 
feeling  and  glowing  passion.  Its  great  and  distinctive 
purpose  is  made  clear,  not  by  appealing  to  reason,  but  by 
rousing  the  emotions  of  the  reader,  by  alluring  him  into 
depths  of  error  and  raising  him  again  higher  and  higher 
up  to  the  dizzy  summit  of  truth.  Rousseau  here  shows 
himself  as  a  master  in  the  knowledge  of  human  nature. 
No  one  wants  to  be  told  that  he  is  in  need  of  instruction 
and  must  follow  the  author's  reasoning  closely  and  learn 
from  him.  Yet  if  his  judgment  is  taken  captive  by  a 
weird  and  seductive  style,  he  forgets  that  he  is  guided 


Jean  Jacques  Rousseau.  35 

and  follows  willingly.  That  is  the  charm  of  Rous- 
seau's "  Emile."  The  generation  that  saw  its  advent 
had  felt  the  pressure  of  dogmatic  preaching  too  long, 
it  shunned  cold  reasoning.  That  made  the  time  the 
poets'  reign.  And  it  was  the  poesy  of  the  "Emile" 
that  could  succeed  where  the  arguments  of  Locke, 
Voltaire,  and  Basedow  had  failed.  The  value  of  the 
"  Emile"  as  an  educational  classic  is  in  the  main  of  his- 
torical significance,  for  it  started  the  train  of  thoughts 
that  built  up  the  modern  philosophy  of  education. 
Brant's  "Ship  of  Fools"  and  Rabner's  "  Satires"  have 
also  in  their  way  effected  a  progress  in  education,  but— 
and  here  lies  the  difference  between  the  "  Emile"  and 
other  epoch-making  books— their  mission  ended  with 
the  birth  of  the  change  that  they  aimed  at,  and  they  are 
to-day  studied  merely  for  the  glimpses  they  afford  into 
the  origin  of  certain  upward  movements  in  the  history 
of  pedagogics,  while  Rousseau's  "  Emile"  will  be  read  as 
long  as  there  is  a  philosophy  of  education,  and  will  ever 
be  a  source  of  inspiration  and  a  guiding  star  to  the  edu- 
cator who  knows  how  to  sound  the  value  of  its  ideas. 

Read  the  "  Emile"  as  you  would  a  Poem. — The  "  Emile  " 
is  a  mine  of  pedagogic  thought.  But  it  takes  a  soundly- 
trained  mind  to  discover  the  treasures  it  contains.  The 
bewitching  rhetoric  of  Rousseau  is  apt  to  mislead  the 
unwary  reader,  and  taking  his  judgment  captive,  tempts 
him  to  pick  up  gleaming  but  worthless  metals  and  con- 
ceals from  him  the  countless  gems  that  are  strewn  about. 
An  easily-influenced  soul  whose  whole  life  centres  in  the 
emotions  is  plunged  from  one  extreme  into  the  other  ; 
the  subtle  nihilism  of  the  author  saps  the  roots  of  inno- 


36  Jean  Jacques  Rousseau. 

cent  faith  and  cripples  judgment  and  reason.  On  a 
coldly-analyzing  mind,  that  breaks  the  glittering  shell  to 
find  the  hidden  kernel,  the  effect  is  disappointing,  or 
perhaps  entirely  lost.  Take  the  witty  Voltaire,  for  in- 
stance, whose  cold  and  cutting  sarcasm  Rousseau  feared 
more  than  all  the  attacks  and  persecutions  from  the  lit- 
erary yelpers  of  his  time:  he  rends  the  beautiful  painting 
to  show  that  it  is  canvas  at  seventy-five  sous  a  yard. 
The  "  Emile "  must  be  read  as  one  would  read  Long- 
fellow's "  Evangeline"  or  Schiller's  "  The  Walk."  We 
would  not  use  the  former  master- work  as  a  text-book 
for  the  study  of  the  historical  events  on  which  it  is 
based,  nor  could  the  latter  poem  serve  as  a  substitute 
for  a  treatise  on  the  evolution  of  civilization.  But  the 
light  that  streams  out  from  these  poems  gives  life  to  the 
facts  of  history  and  deepens  our  insight  in  them.  So 
with  the  "  Emile."  It  is  not  a  text-book  on  pedagogics 
and  cannot  be  used  as  such :  it  is  a  work  of  art,  a  poem. 
Without  a  previous  knowledge  of  the  fundamental  laws 
of  education,  its  true  value  cannot  be  appreciated ;  it  in- 
toxicates the  judgment  as  Byron's  "  Heaven  and  Earth  " 
or  Schiller's  "  Gods  of  Greece"  would  a  wavering  mind. 
But  one  who  has  passed  the  elementary  stage  of  the 
study  of  pedagogics  will  find  it  an  ever-fresh  source  of 
new  and  inspiring  thoughts  to  strengthen  his  love  of 
childhood,  his  feeling  of  the  dignity  of  the  work  of 
rearing  children,  his  appreciation  of  the  value  of  the 
laws  of  human  growth  as  guiding  principles  in  the  work 
of  education,  and  his  insight  into  the  truth  that  it  is  not 
what  man  knows  but  what  he  is  that  determines  his  life- 
efficiency. 


Nature  Study  Books* 


PAYNE'S  ONE  HUNDRED  LESSONS  IN  N'.TURE  ABOUT 

MY  SCHOOL.  By  FRANK  O.  PAYNE.  The  best  teachers'  guide  in  Nature  Study. 
The  titles  of  the  chapters  will  indicate  something  of  the  contents  of  the  book  ; 
Chap.  I.  —  Preliminary  Lessons  in  Observation  ;  Chap.  II.  —  Lessons  on  Leaves,  Plants, 
and  Fruits;  Chap;  III.  —  Lessons  on  Animals;  Chap  IV.  —  Museum;  Chap.  V.  — 
Rainy  Day  Lessons  ;  Chap.  VI.  —  Lessons  in  the  School  Yard  ;  Chap  VII.  —  Walks 
with  the  Children  ;  Chap.  VIII.  —  Collection  during  Vacation  ;  Chap.  IX.  —  Devices  and 
Helps  in  Nature  Study,  Book  of  Reference,  &c.  Handsomely  bound  in  cloth.  Price, 
;  to  teachers,  80  cents  ;  postage,  10  cents. 


KELLOGG'S  HOW  TO  TEACH  BOTANY. 

A  manual  of  Methods  and  of  Plans  for  Work  in  Plant-Study.  By  A.  M.  KELLOGG. 
Just  published.  Every  teacher  can  make  a  beginning  in  Nature  Study  in  a  successful 
way  by  following  the  guidance  of  this  book.  It  was  made  for  the  busy,  earnrst 
teacher,  who  wants  help  to  make  her  work  the  best  possible.  It  is  fully  illustrated. 
Bound  in  limp  cloth.  Price,  25  cents,  postpaid. 

SHERflAN'S  FLORAL  ALBUfl. 

For  Plant  Analysis,  Description,  and  Drawing.  Arranged  for  beginners  in  plairt 
study  by  E.  C.  SHERMAN.  Two  opposite  pages  are  devoted  to  each  plant  ;  on  one  are 
forms  for  plant  description  and  *he  other  is  to  be  used  for  drawings  of  parts  of  the 
plant.  An  analysis  accompanies  the  above-mentioned  pages,  simple  enough  so  that 
it  may  be  used  successfully  by  those  unacquainted  with  technical  botany.  It  is  illus- 
trated. It  is  simpler  and  cheaper  than  any  other  plant  analysis.  Price,  IS  ce«*ts. 
Write  for  special  rates  for  introduction. 

WOODHULL'S  MANUAL  OF  HOME-MADE  APPARATUS. 

It  will  be  especially  helpful  from  the  fact  that  it  will  enable  teachers  in  district 
schools  and  teachers  of  intermediate  and  grammar  grades  to  do  successful  work  in 
easy  science.  It  gives  directions  for  making  cheaply  the  apparatus  needed  to  illustrate 
ordinary  principles  of  physics,  chemistry,  and  physiology.  Cloth,  fully  illustrated. 
Price,  50  cents  ;  to  teachers,  40  cents  ;  postage,  5  cents. 

WOODHULL'S  SinPLE  EXPERIHENTS  FOR  THE 

SCHOOL-ROOM.  By  Prof.  JOHN  F.  WOODHULL,  of  the  New  York  College  for  Train- 
ing of  teachers.  It  contains  Experiments  with  Paper,  Wood,  a  Candle,  Kerosene, 
Kindling  Temperature,  Air  as  Agent  in  Combustion,  Products  of  Complete  Combustion, 
Currents  of  Air,  etc.  —  Ventilation,  Oxygen  of  the  Air,  Chemical  Changes.  In  all  there 
are  91  experiments  described,  illustrated  by  35  engravings.  Price,  50  cents  ;  t»  '.each- 
trs,  40  cents  ;  by  mail,  5  cents  extra. 


E.  L.  KELLOGG  &  OX,  61  E.  9tfe  Street,  New  YorfcJ 


Teachers'  Manual  Library* 

This  consists  of  twenty  five  little  books,  each  an  educational 
fern.  It  contains  some  of  the  best  short  books  ever  written  on  edu- 
cation. You  can  carry  one  -with  you  and  read  in  odd  minutes. 
Bound  in  strong  manila,  uniform  in  size  and  style.  Price,  fjc.  ea, 

1.  Fitch's  Art  of  Questioning 

2.  Fitch's  Art  of  Securing  Attention 

3.  Sidgwick's  Stimulus  in  School 

4.  Yonge  s  Practical  Work  in  School 

5.  Fitch's  Improvement  in  the  Art  of  Teaching 

6.  Gladstone's  Object  Teaching 

7.  Huntington's  Unconscious  Tuition 

8.  Hughes's  How  to  Keep  Order 

9.  Quick's  How  to  Train  the  Memory 

10.  Hoffman's  Kindergarten  Gifts 

11.  Butler's  Argument  for  Manual  Training 

12.  GrofFs  School  Hygiene 

13.  How  to  Conduct  the  Recitation 

14.  Carter's  Artificial  Production  of  Stupidity  in  School 

15.  Kellogg's  Life  of  Pestalozzi 

16.  Lang's  Basedow :  his  Life  and  Educational  Work 

17.  Lang's  Comenius  :  his  Life  and  Educational  Work 

18.  Kellogg's  The  Writing  of  Compositions 

19.  Allen's  Historic  Outlines  of  Education 
ao.  Phelps's  Life  of  David  P.  Page 

21.  Lang's  Rousseau  and  his  Emile 

22.  Lang's  Horace  Mann :  his  Life  and  Educational  Work 

23.  Rooper's  The  Child :  his  Studies  and  Occupations 

24.  Rooper's  Drawing  in  Infant  Schools 

25.  Dewey's  Educational  Creed 

We  will  send  the  set  postpaid  for  $3.40  cash  in  advance.  //  will 
also  be  furnished  on  the  installment  plan.  For  terms  ofpay~ 
ment  address  the  publishers. 


E.  L.  KELLOGG  &  CO.,  61  E.  9th  Street^  New  York, 


Helps  in  Teaching  Geography* 

ANALYTICAL  QUESTIONS  IN  GEOGRAPHY. 

is  the  best  little  book  of  questions  and  answers  published.     Invaluable  for  review  or 
to  question  a  class.    Limp  cloth.    Price,  28  cents. 

AUGSBURG'S  EASY  DRAWINGS  FOR  THE  GEOGRA- 
PHY CLASS.  Here  are  presented  over  200  simple  drawings  that  can  be  placed  on  the 
ackboard  by  any  teacher,  even  the  one  ignorant  of  the  simplest  rules.  An  island, 
i  isthmus,  a  cape,  mountain  ranges,  animals,  plants,  etc.,  are  illustrated  in  profusion, 
pposite  each  plate  a  lesson  in  geography  is  given  that  may  be  used  in  connection, 
id  an  index  brings  any  plate  sought  for  instantly  to  the  eye.  There  is  no  book  like 
published.  Quarto,  tasteful  cardboard  cover,  40  large  plates,  90  pages.  Price,  TO 
tnts  ;  to  teachers,  40  cent  j  ;  by  mail,  5  cents  extra. 

KELLOGG'S  GEOGRAPHY  BY  MAP  DRAWING. 

by  AMOS  M.  KELLOGG.  The  object  of  this  book  is  to  encourage  and  aid  the  teacher 
l  the  effort  to  have  his  pupils  draw  geographical  forms  on  the  blackboard  with  readi- 
and  pleasure.  The  book  shows  the  teacher  how  to  make  geography  the  most 
ateresting  of  all  the  studies  pursued  in  the  schools.  It  is  profusely  illustrated  with 
utline  mapy  The  type  is  large  and  clear  and  the  page  of  good  size.  Limp  cloth, 
'rice,  50  cents  ;  to  teachers,  40  cents  ;  by  mail  5  cents  extra. 

JEAN'S   THE   GEOGRAPHY   CLASS  :    HOW  TO  INTER- 

EST  IT.  By  M.  IDA  DEAN.  How  will  you  study  Germany,  or  France,  or  Egypt,  or 
hina,  so  as  to  fix  the  facts  in  the  child's  mind,  without  effort,  through  his  intense 
rest?  Is  not  that  your  problem  in  geography  ?  Miss  Dean's  book  tells  ypu  how 
olves  the  problem.  Her  description  of  "  A  Day  in  Asia,"  and  "  A  Day  in^gypt," 
kes  us  all  wish  we  had  been  there.  Awaken  the  interest  of  your  pupils  and  parents, 
lly  illustrated.  Limp  doth.  Price,  35  cents,  postpaid. 

lALTBY'S  HAP  flODELING  IN  GEOGRAPHY  AND  HIS- 
TORY. By  Dr.  ALBERT  E.  MALTBY,  Prin.  Slippery  Rock  State  Normal  School,  Pa. 
his  book  is  of  the  greatest  value  to  teachers  of  Geography  and  History.  It  is  liter. 
ally  crammed  full  of  the  most  helpful  suggestions,  methods,  devices.  It  considers 
fully  the  use  of  sand,  clay,  putty,  paper  pulp,  plaster-of-paris,  and  other  materials  in 
map  modeling  ;  also  chalk  modeling.  The  chapters  on  Home  Geography  are  exceed- 
ingly valuable.  Those  who  would  co-ordinate  Geography  with  Science  teaching 
will  here  find  much  to  assist  them.  The  chapter  on  Nature  Study  will  give  a  great 
deal  of  help.  There  are  over  one  hundred  illustrations,  man,  of  them  being  full-page. 
Handsomely  bound  in  cloth.  Large  su«.  229  pages.  Price,  $1.35  ;  to  teachers, 
$i.oe  ;  postage,  10  cents. 

E.  L.  KELLOGG  &  CO.,  6J  E.  9th  Street,  New  York 


Kefloggfs  Teachers'  Library* 

Seventeen  volumes,  uniform  in  size  and  binding,  covering  all 
sides  of  educational  thought — History  of  Education,  Methods  of 
Teaching,  Principles  of  Education,  Child  Study,  Psychology, 
Manual  Training,  Nature  Study,  and  School  Gymnastics.  Each 
volume  is  7  1-2x5  inches  in  size,  with  elegant  and  durable 
cloth  covers  stamped  in  two  colors  and  gold.  Every  book  in 
this  library  is  the  best  or  one  of  the  best,  of  its  kind ;  the  greatest 
writers  and  thinkers  on  education  are  represented — Parker, 
Joseph  Payne,  Herbert  Spencer,  Page,  Quick,  and  Others;  it  is 
a  collection  invaluable  for  the  thinking  teacher. 

1.  Parker's  Talks  on  Pedagogics   .....  $1.50 

2.  Parker's  Talks  on  Teaching       .....  i.oo 

3.  Seeley's  Common  School  System  of  Germany  1.50 

4.  Bancroft's  School  Gymnastics   •                       •  1.50 

5.  Spencer's  Education   --              >       •       •       •  ixw 

6.  Page's  Theory  and  Practice  of  Teaching         •       •  i.oo 

7.  Currie's  Early  Education    -...••  1.25 

8.  Patridge's  Quincy  Methods        -       -       •       •       •  1.75 

9.  Perez's  First  Three  Years  of  Childhood  •       •       •  1.50 

10.  Tate's  Philosophy  of  Education        •       •       •       •  1.50 

11.  Quick's  Educational  Reformers         -       •       •       •  i.oo 

12.  Noetling's  Notes  on  the  Science  and  Art  of  Education  i.o<? 

13.  Love's  Industrial  Education      -       -       •       •       •  i.oo 

14.  Payne's  Nature  Study        -       -       «       •       -       «  i.oo 

15.  Shaw's  National  Question  Book        ....  1,00 

16.  Payne's  Lectures  on  Education  .....  i.oo 

17.  Welch's  Teachers'  Psychology  -       ....  1.25 

This  library  will  be  furnished  prepaid  in  neat  case  for  $18. 
Cash.  It  will  also  be  furnished  on  the  installment  plan  with  18 
Tionths  in  which  to  pay  for  it  For  terms  address  the  publishers. 


E.L.  KELLOGG  &  CO,  61  E.  ^Street,  New  Yo*lu 


VOOK.S  Off 

CHILD  STUDY 

Hall's  Contents  of  Children's  Minds  on  Entering 

SCHOOL.  By  Dr.  G.  STANLEY  HALL.  Details  the  results  of  an  inquiry 
into  a  matter  of  much  importance  to  primary  teachers.  A  knowledge 
of  what  the  average  child  already  knows  when  he  first  goes  to  school 
will  be  a  -valuable  guide  in  determining  not  only  what  to  teach  him  but 
how  to  teach  him. 

This  little  b  >ok  gives  the  results  of  careful  investigations  made  by  the 
writer  and  others  to  determine  the  amount  and  kind  of  knowledge  pos- 
Bdssed  by  the  average  child  on  entering  school.  The  book  opens  up  a 
valuable  field  of  inquiry  and  shows  how  it  may  be  carried  on.  It  is  sure 
to  interest  teachers. 

All  "  Child  Study"  organizations  should  read  this  book.  Dr.  Hall  is 
the  acknowledged  Deader  of  the  child  study  movement  in  this  country. 

Size,  6  8-8  x 4 1-2  inches.    56  pages.    Limp  cloth  covers.    3  5  cents. 

Hall's  A  Study  of  Dolls. 

By  Pros.  G.  STANLEY  HALL.  This  is  a  very  full  account  of  one  of  the 
most  complete  and  satisfactory  Investigations  along  the  line  of  "Child 
Study  "  that  have  been  undertaken.  It  is  first  presented  in  this  book 
in  a  form  lor  general  circulation  *nd  must  prove  of  the  greatest  value  to 
all  pursuing  any  study  or  investigation  of  the  intellectual  life  of  children. 
Child  study  circles  will  do  well  to  make  a  study  of  this  book. 
Size,  71-4x5  inches.  69  pages.  Limp  cloth  cover.  35  cents. 

Hallfs  Story  of  a  Sand  Pile. 

3y  G.  STANLEY  HALL.  This  extreme'y  interesting  story  was  published 
some  years  ago  in  ^crilmcr's  JtioKjcumc  and  is  now  for  the  first  time 
made  accessible  to  the  great  body  of  teachers.  All  interested  in  the 
great  child  study  movement  should  read  this  very  suggestive  etory. 
A  photograph  ot  the  "  Sand  Pile  "  is  given.  Limp  cloth.  %5  cents. 

Perez's  First  Three  Years  of  Childhood. 

By  BERNARD  PEREZ,  Edited  and  translated  by  Alice  M.  Chrystie,  with 
an  introduction  by  James  Sully. 

This  is  the  most  widely  known  and  without  doubt  the  greatest  and 
most  valuable  study  of  infant  psychology.  It  is  an  important  book 
for  the  library  of  the  student  of  education  Tor  the  great  body  of 
teachers  v,  ho  are  now  interested  in  Child  Study  this  is  the  first  book  to 
read.  No  teacher  can  intelligently  study  children  from  the  age  of  five 
years  who  has  not  made  some  study  of  the  psychology  of  earlier  years. 

Our  edition  is  the  handsomest  published.  It  has  a  new  index  of  value 
and  is  well  printed  and  b«und. 

Size,  7  1-5x5  inches.  295  pages.  Library  cloth  binding,  81.5O  ;  to 
teachers,  SI. 20;  postage,  1O  cents. 


-LOGO'S 
TEACHERS'  LIBRARY. 


Seventeen  volumes,  uniform  in  size  and  binding,  covering  an 
sides  of  educational  thought — History  of  Education,  Methods  of 
Teaching,  Principles  of  Education,  Child  Study,  Psychology, 
Manual  Training,  Nature  Study,  and  School  Gymnastics.  Each 
volume  is  71-2x5  inches  in  size,  with  elegant  and  durable  cloth 
covers  stamped  in  two  colors  and  gold.  Every  book  in  this  library 
is  the  best,  or  one  of  the  best,  of  its  kind;  the  greatest  writers 
and  thinkers  on  education  are  represented — Parker,  Joseph 
Payne,  Herbert  Spencer,  Page,  Quick,  and  others;  it  is  a  collec- 
tion invaluable  for  the  thinking  teacher. 

1.  Parker's  Talks  on  Pedagogics $1.50 

2.  Parker's  Talks  on  Teaching   ---•••  ux> 

3.  Seeley's  Common  School  System  of  Germany       •       •  1.50 
4-  Bancroft's  School  Gymnastics  -•••••  1.50 

5.  Spencer's  Education •  x.oo 

6.  Page's  Theory  and  Practice  of  Teaching                       -  J.oo 

7.  Currie's  Early  Education  -       -.-•••  1,25 

8.  Patridge's  Quincy  Methods     -•••••  1.75 

9.  Perez's  First  Three  Years  of  Childhood  ....  1.50 

10.  Tate's  Philosophy  of  Education 1.50 

n.  Quick's  Educational  Reformers l.oo 

13.  NoetUng's  Notes  on  the  Science  and  Art  of  Education    •  i.oo 

13.  Love's  Industrial  Education     ••••••  i.oo 

14.  Payne's  Nature  Study 1.00 

15.  Shaw's  National  Question  Book 1.00 

16.  Payne's  Lectures  on  Education                •       •       •       •  uoo 
17-  Welch's  Teachers' Psychology MS 


We  also  publish  four  other  Teachers'  Libraries  as  follows : 

Reading:  Circle  Library,     -  16  Vols.  j  Teachers'  Manual  Library,  25  Volt. 
Teachers'  Professional  Library,         i  School  Entertainment  Library. 

13  Vols.  I  I7»H» 


TWO   EXCELLENT 


SONG   TREASURERS 

Compiled  by  AMOS  M.  KELLOGG,  Editor  of  THE  TEACHERS' 
INSTITUTE.  This  little  book  is  one  of  the  best  for  school  use  we 
have  ever  seen. 

1.  Most  of  the  100  pieces  have  been  selected  fey  teachers  as  the 
ones  the  pupils  love  to  sing. 

2.  All  have  a  ring  to  them  ;  are  easily  learned. 

3.  Themes  and  words  are  appropriate  for  young  people.  Nature, 

the  Flowers,  the  Seasons,  the 
Home,  our  duties,  our  Creator, 
are  entuned  with  beautiful  mu- 
sic. 

4.  Great   ideas   may  find  an 
antrance  into   the   mind   thru 
music . 

5.  Many  of    the  words  have 
been  written  especially  for  the 
book. 

6.  The  titles  here  given  show 
the  teacher  what  we  mean  : 

Ask  the  Children,  Beauty 
Everywhere,  Bein  Time,  Cheer- 
fulness, Christmas  BeJls,  Days 
of  Summer  Glory,  The  Dearest 
Spot,  Evening  Song,  Gentle  Words,  Going  to  School,  Hold  up 
the  Right  Hand,  I  Love  the  Merry  Merry  Sunshine,  Kind  Deeds, 
Over  in  the  Meadows,  Our  Happy  School,  Scatter  the  Germs  of 
the  Beautiful,  Time  to  Walk,  The  Jolly  Workers,  The  Teacher  s 
Life,  Tribute  to  Whittier,  etc.,  etc. 

15  Cts.  a  copy;  $1.50  a  dozen.  Special  prices  quoted 
on  larger  quantities. 

BEST    PRIMARY    SONGS 

Compiled  by  AMOS  M.  KELLOGG.    This  book  contains  a  selection 
of  the  best  primary  songs.    It  is  suited  to  primary  or  intermediate 
schools  and  to  ungraded  schools.    The  sentiments  are  excellent, 
ind  the  music  attractive.    It  has  Opening  Songs,  Songs  for  all  the 
Seasons,  Welcome  Songs,  Nature  Songs,  etc.,  etc. 
be  a  few  minutes  of  singing  daily  in  every  school, 
so  inexpensive  that  you  can  easily  supply  your  class  with  it. 

15  Cts.  a  copy;  $1.50  a  dozen.  Special  prices  quoted 
on  larger  quantities. 


School  Entertainment  Library* 

What  difficulties  teachers  have  in  trying  to  provide  suitalh 
material  for  school  entertainments  and  how  much  money  they 
spend  without  very  satisfactory  results.  Here  are  seventeen 
books,  all  new,  made  with  the  needs  of  the  teachers  in  view, 
containing  exercises  of  the  most  attractive  kind  for  every  school 
occasion.  They  give  sufficient  material  for  many  years  at  a  cost 
much  less  than  would  otherwise  be  expended  for  something  that 
cannot  prove  as  satisfactory. 

1.  How  to  Celebrate  Arbor  Day      •  $.25 

2.  How  to  Celebrate  Washington's  Birthday-       •       •  .25 

3.  How  to  Celebrate  Thanksgiving  and  Christmas       •  .25 

4.  Spring  and  Summer  School  Celebrations  •       •  a$ 

5.  New  Year  and  Midwinter  Exercises  •       •       •       •  .25 

6.  Fancy  Drills  and  Marches    «•••••  .35 

7.  Christmas  Entertainments   .•••••  .25 

8.  Authors'  Birthdays.    No.  !••••••  .25 

9.  Authors'  Birthdays.    No.  2--       ••••.25 

10.  Primary  Recitations      ..•••••  j§J 

11.  Lincoln  the  Patriot  (Patriotic)  •       •       •       •  .15 

12.  At  the  Court  of  King  Winter  •       •       •       •  .15 

13.  A  Visit  from  Mother  Goose  ....  .15 

14.  An  Object  Lesson  In  History  •       •       •       •  .15 

15.  Banner  Days  of  the  Republic  (Patriotic)  •       -  .15 

16.  Mother  Nature's  Festival  (For  Spring)      ...  .15 

17.  Christmas  Star  (Christmas)  ......  .15 

We  will  send  the  set  postpaid  for  $3,20  cash  In  advance.  It  will 
also  be  furnished  on  the  installment  plan.  For  terms  address 
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No.  2.    Autobiography  of  Froebel. 

Materials  to  Aid  a  Comprehension  of  the  Works  of  th« 
Founder  of  the  Kindergarten.  I6mo,  large,  clear  type, 
128  pp.  Unique  paper  cover.  Price,  30  cents ;  to 
teachers,  24  cents  ;  by  mail,  3  cents  extra.  Bound  in  limp 
cloth,  50  cents ;  to  teachers,  40  cents ;  by  mail,  5  cents 
extra. 

This  little  volume  will  be  welcomed  by  all  who  want  to  get 
a  good  idea  of  Froebel  and  the  kindergarten. 

1.  The  dates  connected  with 
Froabel  and  the  kindergarten 
are   given,  then  follows  his 
autobiography.      To    this   is 
added    Joseph   Payne's  esti- 
mate and  portrayal  of  Froe- 
bel, as  well  as  a  summary  of 
Frcebel's  own  views. 

2.  In  this  volume  the  stu- 
dent of  education   finds  ma- 
terials for  constructing,  in  an 
intelligent  manner  an  estimate 
and  comprehension  of  the  kin- 
dergarten.  The  lif  e  of  Froebel, 
mainly  by  his  own  hand,  ia 
very  helpful.    In  this  we  sec 
the  working  of  his  mind  when 
a  youth ;    he  lets  us  sea  how 
he   felt   at   being    misunder- 
stood, at  being  called  a  bad  boy,  and  his  pleasure  when  face 
to  face  with  nature.  Gradually  we  &ee  there  was  crystallizing 
in  him  a  comprehension  of  the  means  that  would  bring  har- 
mony and  peace  to  the  minds  of  young  people. 

3.  The  analysis  of  the  powers  of  Froebel  will  be  of  great 
aid.  We  see  that  there  was  a  deep  philosophy  in  this  plain 
German  man ;  he  was  studying  out  a  plan  by  which  the 
usually  wasted  years  of  young  children  could  be  made  pro- 
ductive. The  volume  will  be  of  great  value  not  only  to  every 
kindergartner,  but  to  all  who  wish  to  understand  the  philoso- 
phy of  mental  development. 

La.  Journal  of  Education.— "An  excellent  little  work.' 
W.  Va.  School  Journal.—"  Will  be  of  great  value." 
Educational  Courant,  Ky.— "  Ought  to  have  a  very  extensive  circu- 
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Educational  Eecord,  Can.—"  Ought  to  be  in  the  hands  of  every  pr» 
fessioual  teacher.  " 


FRIEDRICH   FRCEBEli. 


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Dewey's  How  to  Teach  Manners. 
Woodhull's  Easy  Experiments  in  Science. 
Calkins'  Ear  and  Voice  Training. 
Browning's  Educational  Theories, 
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18.  Keller's  The  Writing  of  Com- 
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Recitation. 

12.  Oroff's  School  Hygiene. 

11.  Butler's  Argument  for  Manual 
Training. 

10.  Hoffmann's  Kindergarten  Gifts. 


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1.  Fitch's  Art  of  Questioning. 


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RECEPTION  DAY  SERIES 

SIX    NUMBERS. 

A  collection  of  Recitations,  Declamations,  Dialogs,  Class  Exercises, 
Memorial  Days.  Everything  in  these  books  can  be  used.  No  scenery 
required.  For  general  school  use  it  is  the  best  collection  published  and 
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»»*•.  each.  The  set  of  6  postpaid  (nearly  1  000  pages)  for  only  » l  .OO. 

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NO    i  CONTAINS 

^Recitations. 

14  Declamations. 

21  -^elections  for  Primary  Classes. 

25  Dialogs,  among  which  are: 
"  Christmas,"  for  9  boys  and  6  girls. 
'  The  American  Flag."  for  3  boys. 
"  A  Stitch  in  Time  Saves  Nine,"  for 
SgirK  "  The  Happy  Family,"  for 
2  girls  and  2  boys  "  Who  Shall 
Vote?"  for  19  boys. 

NO.  a  CONTAINS 

29  Recitations. 

12  Declamati9ns. 

24  Primary  Pieces. 
4  Memorial  Day  Programs  for 
Garfield,   Grant,  Mrs.    Sigourney, 
Whittier. 

4  Cla<u  Exercises -among  them 
beiig  Washington's  Birthday,  An 
Operetta,  The  Birds'  Party,  for 
Closing  Exercises. 

17  Dialogs. 

NO.  3  CONTAINS 

21  Recitations. 

18  Declamations. 
17  Primary  Pieces. 

22  Dialogs    among  them  these 
very  popular  ones:     Bob  Sawyer's 
Evening  Party,"  for  4  boys  and  2 
girls;  "Work  Conquers,"   for  11 
girls  and  6  boys.     "Judging  by 
Appearances,"  for  5  boys. 


NO.  4  CONTAINS 

21  Recitations. 

28  Declamations. 
5  Memorial  Days— Thomas  Camp- 
bell, Longfellow,  Michael  Angelo, 
Shakespeare,  Washington. 

7  Class  Exercises,  including  one 
each  for  Christmas,  Thanksgiving, 
Arbor  Day,  Tree  Planting,  Wash- 
ington's Birthday. 

8  Dialogs,  including  the  very  at. 
tractive  Mother  Goose's  Party,  for 
2  girls  and  4  boys. 

NO.  5  CONTAINS 

88  Recitations. 
16  Declamations. 

5  Class  Exercises  and  Memorial 
Days  as  follows :  Autumn  Exercise 
—  Mrs    Browning  Memorial  Day— 
Bryant  Memorial  Day— Christmas; 
Exercise— Tree  Planting  Exercises, 

24  Dialogs. 

NO.  6  CONTAINS 

41  Recitations. 

6  Declamations. 

4  School-Room  Songa. 

15  Primary  Pieces. 
6  Dialogs  among  them  "  Haw  TB 
Hum."  for  8 boys;  "  Choosing  Voca- 
tions." for  9  boys  and  8  girls. 

10  Class  Exercises,  including  "  A 
Flower  Exercise "  (for  little  ones  ; 
'*  A  New  Year's  Greeting ; "  Holmes' 
Exercises;  Our  Nation's  Birthday; 
Washington's  Birthday  Exercise. 


Kellogg's  Special  Day  Books— n  volumes— Price,  250.  each. 

Kellogg's  School  Entertainment  Series — 17  volumes — Print 
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ARBOR  DAY :  HOW  TO  CELEBRATE  IT  IN  THE  SCHOOL- 

ROOM.  For  all  grades.  Contains  a  history  of  Arbor  day,  a  list  of  states  observing 
it,  with  dates,  class  exercises,  recitations,  songs,  a  very  attractive  drill,  50  appropriate 
quotations,  and  seven  carefully  prepared  programs  for  the  day.  128  pages.  Price,  asc. 


AUTHORS'  BIRTHDAYS.  No.  1. 


AUTHORS'  BIRTHDAYS.  No.  2. 

Twenty-five  Programs  for  Lowell,  Whittier,  Irving,  Emerson,  Tennyson,  Scott, 
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HOW   TO  CELEBRATE  WASHINGTON'S  BIRTHDAY  IN 

THE  SCHOOL-ROOM.  Containing  patriotic  exercises,  declamations,  recitations, 
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Price,  35  cents,  postpaid. 


CHRISTMAS  ENTERTAINMENT. 


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KELLOQQ'S  PRIMARY  RECITATIONS. 

Entirely  new.  Contains  100  selections,  for  Thanksgiving,  Washington's  Birthday, 
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Recitations,  Quotations,  Authors'  Birthdays,  and  Special  Programs  for  celebrating 
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SPRING  AND  SUMMER  SCHOOL  CELEBRATIONS. 

Contains  exercises  for  May  Day,  Decoration  Day,  Easter,  Commencement,  ana 
Spring  and  Summer  Celebrations.  About  128  pages.  Price,  35  cents. 

HOW  TO  CELEBRATE  THANKSGIVING  AND  CHRIST!*!  AS 

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nas,  and  Autumn  Days.  132  pages.  Price,  35  cents,  postpaid. 


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